WELCOME TO AMERICAN HISTORY
This course has three primary objectives: 1] UNCOVER AMERICAN HISTORY spanning 1492-2012 2] IMPROVE CRITICAL READING 3] IMPROVE SCHOLASTIC WRITING. This web page will be our home for updates, assignments, projects, and resources. Each week a preview of course content will be provided and a summary of the week's activities, key questions and material will be analyzed by course students.
In addition, COURSE ASSIGNMENTS will be posted daily IN RED TEXT.
WEEK OF AUGUST 20: Is History and art or a science?/The Job of an Historian?/ “Columbus, Indians and Human Progress”/Worlds Collide/The Columbian Exchange/Colonial aspirations of Spanish, French and English/ “Immoral Rational Calculation” Part I/SOCRATIC SEMINAR I: Job of Historian and Early Colonial Motivations.
TUESDAY: WHAT IS THE JOB OF AN HISTORIAN? SEE THE PRESENTATION HERE. Students answered the question in a short baseline essay that Mr. Holm will use to compare for student growth throughout the semester.
Read "Columbus, Indians and Human Progress" and highlight answers to questions provided HERE. The chapter can also be read HERE. Be prepared in class Tuesday to give a reaction/analysis using prompts that will be provided. Critical Thinking: How do you think Howard Zinn would answer the question 'What is the job of an historian?'
WEDNESDAY: Read three short portrayals of the colonial life of Richard Frethorne, Pierre Radison and Anne Hutchinson. Use the questions to help you develop historic empathy for the three. Critical Thinking :Try to put yourself in their shoes and synthesize their experiences, then provide three observations about the life of colonials in the new world during the 17th & 18th centuries. These observations should be shared on the shared document sent to you via your school email account.
THURSDAY: Students shared historic empathy and synthesis from last night's work. Why is important to get the "Common" Man's story as well as the Great Man's? Students were then introduced to Howard Zinn and his 'angle.' Who were the "Person's of Mean & Vile Condition?" The remainder of the block was spent preparing for the SOCRATIC SEMINAR by writing a one page response to any or all of the following questions. These will used for our class student dialogue:
* Is history an art or a science? What is the job of an historian?
* How should history be presented in public schools? "How come we didn't learn this stuff until now?" When are the details too hard for children to understand?
* Round Table Discussion of any of the reading material
TO VIEW MR. ALLISON's LECTURE NOTES, CLICK HERE.
FRIDAY: Very strong socratic seminar. Students dialogue was in depth. Look for student reflection on Monday.
READ JON HVASTA's REFLECTION OF THE WEEK
READ SAMMIE TORRES' REFLECTION OF THE WEEK
READ DYLAN WODRICH's REFLECTION OF THE WEEK
READ KYLE NIEDERMEIER'S REFLECTION OF THE WEEK
WEEK OF AUGUST 27: Regional characteristics of the English American Colonies/ Importance of the Puritan Ethic and Salem Witch Trials/ The Collision of French and English Colonies/Jumonville's Glen/French and Indian War/Colonial Grievances angainst the English Crown/Right to Rebellion/The American Revolution/The Enlightenment and The Declaration of Independence/ American Secularism/Start to Think of a topic for the Constitutional Issues Position Paper assigned next week.
MONDAY: Students were introduced to the foundation of New England Colonies with the objective of working to understand the establishment of the Puritan Ethic. The presentation was in a slide show. Students were asked to "Dead Note" a piece called the Puritans for tomorrow. "Dead Noting" is annotating but by being active with the reading by questioning, clarifying and researching terms, it is like we are talking to the dead. That is why Abe Lincoln called written language the greatest invention in the history of man: It transcends time and space.
In addition, COURSE ASSIGNMENTS will be posted daily IN RED TEXT.
WEEK OF AUGUST 20: Is History and art or a science?/The Job of an Historian?/ “Columbus, Indians and Human Progress”/Worlds Collide/The Columbian Exchange/Colonial aspirations of Spanish, French and English/ “Immoral Rational Calculation” Part I/SOCRATIC SEMINAR I: Job of Historian and Early Colonial Motivations.
TUESDAY: WHAT IS THE JOB OF AN HISTORIAN? SEE THE PRESENTATION HERE. Students answered the question in a short baseline essay that Mr. Holm will use to compare for student growth throughout the semester.
Read "Columbus, Indians and Human Progress" and highlight answers to questions provided HERE. The chapter can also be read HERE. Be prepared in class Tuesday to give a reaction/analysis using prompts that will be provided. Critical Thinking: How do you think Howard Zinn would answer the question 'What is the job of an historian?'
WEDNESDAY: Read three short portrayals of the colonial life of Richard Frethorne, Pierre Radison and Anne Hutchinson. Use the questions to help you develop historic empathy for the three. Critical Thinking :Try to put yourself in their shoes and synthesize their experiences, then provide three observations about the life of colonials in the new world during the 17th & 18th centuries. These observations should be shared on the shared document sent to you via your school email account.
THURSDAY: Students shared historic empathy and synthesis from last night's work. Why is important to get the "Common" Man's story as well as the Great Man's? Students were then introduced to Howard Zinn and his 'angle.' Who were the "Person's of Mean & Vile Condition?" The remainder of the block was spent preparing for the SOCRATIC SEMINAR by writing a one page response to any or all of the following questions. These will used for our class student dialogue:
* Is history an art or a science? What is the job of an historian?
* How should history be presented in public schools? "How come we didn't learn this stuff until now?" When are the details too hard for children to understand?
* Round Table Discussion of any of the reading material
TO VIEW MR. ALLISON's LECTURE NOTES, CLICK HERE.
FRIDAY: Very strong socratic seminar. Students dialogue was in depth. Look for student reflection on Monday.
READ JON HVASTA's REFLECTION OF THE WEEK
READ SAMMIE TORRES' REFLECTION OF THE WEEK
READ DYLAN WODRICH's REFLECTION OF THE WEEK
READ KYLE NIEDERMEIER'S REFLECTION OF THE WEEK
WEEK OF AUGUST 27: Regional characteristics of the English American Colonies/ Importance of the Puritan Ethic and Salem Witch Trials/ The Collision of French and English Colonies/Jumonville's Glen/French and Indian War/Colonial Grievances angainst the English Crown/Right to Rebellion/The American Revolution/The Enlightenment and The Declaration of Independence/ American Secularism/Start to Think of a topic for the Constitutional Issues Position Paper assigned next week.
MONDAY: Students were introduced to the foundation of New England Colonies with the objective of working to understand the establishment of the Puritan Ethic. The presentation was in a slide show. Students were asked to "Dead Note" a piece called the Puritans for tomorrow. "Dead Noting" is annotating but by being active with the reading by questioning, clarifying and researching terms, it is like we are talking to the dead. That is why Abe Lincoln called written language the greatest invention in the history of man: It transcends time and space.
MONDAY 8/28 : Students compared notes from yesterday's lecture and from their "Dead Note" work concerning Puritans and the Puritan Ethic. Today's focus was on the collision of three culture movements that were sweeping Europe and her colonies by the end of the 17th century. THE SALEM WITCH TRAILS were the last major such trials in western culture as people tried to understand the relationship between human liberty, religion and science. Jon Hvasta and Sammie Torres re-enacted the historic character Tituba as we recreated her trial using a transcript from the Massachusetts state archives.
WATCH JOHN PROCTOR DEFY HIS CONFESSORS HERE. |
WEDNESDAY 8/29: Students reviewed the above diagram and discussed the convergence of the three cultural movements, then were introduced to Ben Franklin through his 12+1 virtues. Students prioritized the ethics and even thought of one of their own personal areas of improvement. The class activity involved answering questions by quoting from "What Happens When a Colony Grows Up" from Michael Grolnick's A CARTOON HISTORY OF AMERICA. These questions should be finished for tomorrow. The class was finished by being introduced to a young Virginia Militia Officer named George Washington and the race between England and France for a very lucrative fur trade in the upper Ohio River Valley.
TO VIEW MR. ALLISON's LECTURE NOTES, CLICK HERE.
THOR'S DAY 8/30: Students began block by recalling the importance of the Fur Trade in the Ohio River Valley, and the conflict that erupted between the French and British. We then practiced the skill of summarizing blocks of text on pp37-39 in the text. The summary should give the main issues of the French and Indian War. We then compared it to Mr. Holm's Lecture of an overview of that conflict. Most historians today agree that it was this conflict, and the resulting heavy taxation and land limitations that was the first step to the American Revolution. ASSIGNMENT: Recreate timeline at top of pp. 48-49 in your notes. We will use that timeline in class tomorrow.
TUESDAY 9/4: Began block with the question "Would you ever take arms against your government? Yes? At what point? Over What? NO? Explain why not? After students considered this question and formulated a written answer we used prompts to discuss to gain some historic empathy concerning actions that lead to the American Revolution. After presenting Lexington and Concorde and the King Commanding "Submit or Triumph," students were asked to analyze the Declaration of Independence for class on Thursday. The class was then introduced to their first position paper that we will start in the lab tomorrow and is due next Friday. Click HERE for the Critical questions and HERE for a descriptor of the paper's format.
CLICK HERE FOR MR.ALLISON'S NOTES
CRITICAL QUESTION: WHERE ARE SAM ADAMS AND JOHN HANCOCK IN THE PAINTING BELOW?
TO VIEW MR. ALLISON's LECTURE NOTES, CLICK HERE.
THOR'S DAY 8/30: Students began block by recalling the importance of the Fur Trade in the Ohio River Valley, and the conflict that erupted between the French and British. We then practiced the skill of summarizing blocks of text on pp37-39 in the text. The summary should give the main issues of the French and Indian War. We then compared it to Mr. Holm's Lecture of an overview of that conflict. Most historians today agree that it was this conflict, and the resulting heavy taxation and land limitations that was the first step to the American Revolution. ASSIGNMENT: Recreate timeline at top of pp. 48-49 in your notes. We will use that timeline in class tomorrow.
TUESDAY 9/4: Began block with the question "Would you ever take arms against your government? Yes? At what point? Over What? NO? Explain why not? After students considered this question and formulated a written answer we used prompts to discuss to gain some historic empathy concerning actions that lead to the American Revolution. After presenting Lexington and Concorde and the King Commanding "Submit or Triumph," students were asked to analyze the Declaration of Independence for class on Thursday. The class was then introduced to their first position paper that we will start in the lab tomorrow and is due next Friday. Click HERE for the Critical questions and HERE for a descriptor of the paper's format.
CLICK HERE FOR MR.ALLISON'S NOTES
CRITICAL QUESTION: WHERE ARE SAM ADAMS AND JOHN HANCOCK IN THE PAINTING BELOW?
Tuesday 9/5: Students spent the block in the lab. First students were shown the 5 critical Revolution questions they can choose from for the research, then the format of the paper.
Click HERE for the Critical questions and HERE for a descriptor of the paper's format. Students were then introduced to History in Dispute via the Gale Reference Library found on the school's LRC home page. Lastly, students set up a Google spread sheet to take critical notes. The final paper will be due FRIDAY 9/14, with a Note Sharing date of 9/12.
THURSDAY 9/6: Analyzed the DECLARATION OF INDEPENDENCE as a Philosophical document. It is a statement to the world about the universal truths of human liberty and how the British Monarchy had denied those liberties to American Colonists. It attests that there is a Social Contract in the United States not between King and subject as suggested by Thomas Hobbes in the Leviathan, but between people as maintained by Jean-Jaques Rousseau. That contract believes such a relationship creates government with the purpose of protecting God given, unalienable, rights and any government that becomes destructive must be altered or abolished and begun anew. This is not only a citizen's right, but his/her duty.
By signing this Declaration to the world, the Founders placed their "Lives, fortunes and honor," on the line. It was also a Declaration of War. We began to study that war as well.
Tomorrow we will address elements of writing the position paper assigned yesterday. We will organize main arguments, address gathering critical evidence, and be introduced to footnoting. Look HERE for Mr. Allison's suggested time-line for completing the project.
CLICK HERE & HERE FOR MR. ALLISON'S NOTES.
For a REFLECTION OF THE WEEK WRITTEN BY LAUREN WAZIO, Click HERE.
For a REFLECTION OF THE WEEK WRITTEN BY MADDI DOW, Click HERE.
WEEK OF 9/10: The Aftermath of the American Revolution/ Failure of the Articles of Confederation/The Native American Policy/Northwest Ordinance 1787/Divisions and Compromise at the Constitutional Convention/Federalists and Anti-Federalists/ Hamilton and Jefferson/ Washington: The President without Precedent/Bill Of Rights/ Hamilton's Economic Plan/ American Secularism/ Adams and the Alien and Sedition Acts/ Early Political Controversies/ Election of Jefferson
MONDAY 9/10: STUDENTS WERE REMINDED THAT THIS IS A BIG WEEK AS WE HAVE OUR FIRST CORE ASSESSMENT ON THURSDAY AND THE FIRST POSITION PAPER IS DUE FRIDAY. Students were reintroduced to conflicts and compromises that the Constitutional convention faced. Students than investigated how these issues were addressed in the text book. After finding the proposals students were asked to further investigate on-line 10 people, events, concepts & vocabulary surrounding the Convention. The Compromises and extension investigations should be completed for tomorrow.
TUESDAY 9/11: Students were given a study guide for the upcoming unit core assessment. They used resourcex to see how many items they could address, then shared their results with each other. Students are encouraged to use Mr. Allison's notes that are provided throughout this site. Next the class was introduced to SHay's Rebellion which was a catalyst for the Constitutional Convention. Success in addressing land claims through the Northwest Ordinance of 1787, the same year as Shay's Rebellion, was another inspiration to solving the country's regional issues through compromise. The class then looked at compromise over the issues of war debt, interstate commerce, representation and size and power of the centralized, Federalist, government.
WEDNESDAY 9/12: Students were in the lab today. First task was to continue research addressing their Revolution Era question using a google spread sheet note taking format that is to be shared with Mr. Holm and Mr. Allison. As a reminder, the questions being asked are:
* Could slavery have been ended during the Revolution Era?
* Was religion an inspiration for the American Revolution?
* Was there a significant change in the lives of common men as a result of the American
Revolution?
* Could Loyalist support have had a greater impact on the result of the Revolution?
* Could Britain have won the Revolutionary War?
Secondly, students who felt that their research was complete or near complete were given an opportunity to start writing a draft of their formal paper. The following framework, known as the Aquinan method, is suggested.
By signing this Declaration to the world, the Founders placed their "Lives, fortunes and honor," on the line. It was also a Declaration of War. We began to study that war as well.
Tomorrow we will address elements of writing the position paper assigned yesterday. We will organize main arguments, address gathering critical evidence, and be introduced to footnoting. Look HERE for Mr. Allison's suggested time-line for completing the project.
CLICK HERE & HERE FOR MR. ALLISON'S NOTES.
For a REFLECTION OF THE WEEK WRITTEN BY LAUREN WAZIO, Click HERE.
For a REFLECTION OF THE WEEK WRITTEN BY MADDI DOW, Click HERE.
WEEK OF 9/10: The Aftermath of the American Revolution/ Failure of the Articles of Confederation/The Native American Policy/Northwest Ordinance 1787/Divisions and Compromise at the Constitutional Convention/Federalists and Anti-Federalists/ Hamilton and Jefferson/ Washington: The President without Precedent/Bill Of Rights/ Hamilton's Economic Plan/ American Secularism/ Adams and the Alien and Sedition Acts/ Early Political Controversies/ Election of Jefferson
MONDAY 9/10: STUDENTS WERE REMINDED THAT THIS IS A BIG WEEK AS WE HAVE OUR FIRST CORE ASSESSMENT ON THURSDAY AND THE FIRST POSITION PAPER IS DUE FRIDAY. Students were reintroduced to conflicts and compromises that the Constitutional convention faced. Students than investigated how these issues were addressed in the text book. After finding the proposals students were asked to further investigate on-line 10 people, events, concepts & vocabulary surrounding the Convention. The Compromises and extension investigations should be completed for tomorrow.
TUESDAY 9/11: Students were given a study guide for the upcoming unit core assessment. They used resourcex to see how many items they could address, then shared their results with each other. Students are encouraged to use Mr. Allison's notes that are provided throughout this site. Next the class was introduced to SHay's Rebellion which was a catalyst for the Constitutional Convention. Success in addressing land claims through the Northwest Ordinance of 1787, the same year as Shay's Rebellion, was another inspiration to solving the country's regional issues through compromise. The class then looked at compromise over the issues of war debt, interstate commerce, representation and size and power of the centralized, Federalist, government.
WEDNESDAY 9/12: Students were in the lab today. First task was to continue research addressing their Revolution Era question using a google spread sheet note taking format that is to be shared with Mr. Holm and Mr. Allison. As a reminder, the questions being asked are:
* Could slavery have been ended during the Revolution Era?
* Was religion an inspiration for the American Revolution?
* Was there a significant change in the lives of common men as a result of the American
Revolution?
* Could Loyalist support have had a greater impact on the result of the Revolution?
* Could Britain have won the Revolutionary War?
Secondly, students who felt that their research was complete or near complete were given an opportunity to start writing a draft of their formal paper. The following framework, known as the Aquinan method, is suggested.
THURSDAY 9/13: Analyzed key elements of the Bill of Rights, then addressed the compromise over Slavery (The 3/5ths compromise) and what place Native Americans had in the New Republic. Students should be actively studying for tomorrow's CORE ASSESSMENT. Click HERE for Mr. Allison's notes. For Mrs. Clark's Notes on the Constitutional Convention click HERE.
FRIDAY 9/14: Friday was the day of our first CORE ASSESSMENT for content. Please see scores on POWER SCHOOL. in addition students pretested in Native Nation Geography and were given an article to annotate from The Nation, by Brooke Allen, entitled "Our Godless Constitution," about the Secular Enlightenment and its influence on our Founding Fathers. Students had a shortened block due to HOMECOMING so the assignment will be continued in class on Monday. It will be scored and compared to an earlier annotation assignment.
MONDAY 9/17: Students worked in the Electronic Resource Area of the LRC today, annotating "Our Godless Constitution." Students are being scored on their ability to actively 'read like an historian.' Across the department we are working on active reading. This annotation should be complete for Tuesday, and 4 questions should be asked for critical discussion as a follow up activity. These questions should be completed using the QAR method.
TUESDAY 9/18: Students completed their QAR activity and answered critical questions about the Religious and Enlightenment attitudes of our Founding Fathers. The class then continued over the debate of Loose & Strict Construction of the new Constitution. We analyzed the debate using the creation of the National Bank by Alexander Hamilton. See the Slide show HERE. FOr tonight studets were given a list of Foreign Policy events to identify.
SEE MR. ALLISON'S NOTES HERE.
WEDNESDAY 9/19: OPened the class comparing Thom and Al, Strict and Loose Construction of the Constitution, and whether the US GOVERNMENT should "Bank or not Bank?" Then we were shown the consequences of these great governmental policies: The Whiskey Rebellion, The Treaty of Greenville, The invention of Steam Power and the Cotton Gin, as well as the unintended slow PARADIGM SHIFT of gender roles, as seen in the article "The Intimately Oppressed," ch. 6 of Howard Zinn's A People's History of the United States. Click HERE for the article. Click HERE for an image of this shift. CLICK HERE FOR MR. ALLISON'S NOTES.
FRIDAY 9/14: Friday was the day of our first CORE ASSESSMENT for content. Please see scores on POWER SCHOOL. in addition students pretested in Native Nation Geography and were given an article to annotate from The Nation, by Brooke Allen, entitled "Our Godless Constitution," about the Secular Enlightenment and its influence on our Founding Fathers. Students had a shortened block due to HOMECOMING so the assignment will be continued in class on Monday. It will be scored and compared to an earlier annotation assignment.
MONDAY 9/17: Students worked in the Electronic Resource Area of the LRC today, annotating "Our Godless Constitution." Students are being scored on their ability to actively 'read like an historian.' Across the department we are working on active reading. This annotation should be complete for Tuesday, and 4 questions should be asked for critical discussion as a follow up activity. These questions should be completed using the QAR method.
TUESDAY 9/18: Students completed their QAR activity and answered critical questions about the Religious and Enlightenment attitudes of our Founding Fathers. The class then continued over the debate of Loose & Strict Construction of the new Constitution. We analyzed the debate using the creation of the National Bank by Alexander Hamilton. See the Slide show HERE. FOr tonight studets were given a list of Foreign Policy events to identify.
SEE MR. ALLISON'S NOTES HERE.
WEDNESDAY 9/19: OPened the class comparing Thom and Al, Strict and Loose Construction of the Constitution, and whether the US GOVERNMENT should "Bank or not Bank?" Then we were shown the consequences of these great governmental policies: The Whiskey Rebellion, The Treaty of Greenville, The invention of Steam Power and the Cotton Gin, as well as the unintended slow PARADIGM SHIFT of gender roles, as seen in the article "The Intimately Oppressed," ch. 6 of Howard Zinn's A People's History of the United States. Click HERE for the article. Click HERE for an image of this shift. CLICK HERE FOR MR. ALLISON'S NOTES.
THURSDAY 9/20: Students spent the first half of the block taking the Native American Nation Geography Mastery test. This assessment fills two functions: 1] It allows us to practice the brain exercise of working on spatial interpretation and relations 2] It allows students to understand that American history, while taught for a long time with a purely Eurocentric view, had many players beyond the white settlers of the new frontier. After the quiz we completed a graphic Organizer on the NEW AMERICANS and their involvement in the NEW REPUBLIC: Women, Laborers, Natives, African Americans, Aristocracy and Farmers.
CLICK HERE FOR MR. ALLISON'S.
Lastly, students completed work in groups with the article "The Intimately Oppressed."
FRIDAY 9/21: Students followed a lecture culminating the Early Republic under the Presidencies of George Washington and John Adams with an emphasis on Foreign Policy. This Foreign Policy dealt heavily with the French Revolution, British Occupation in the Northwest Territory, Haiti and Native Policy.
CLICK HERE FOR MR. ALLISON'S NOTES.
MONDAY 9/24: Students were shown resources provided for them on this website. Then we discussed the implications of the election of 1800, Marbury v. Madison, the Louisiana Purchase and the travels of Lewis & Clark. We then talked about Jefferson's vision of a farming nation, development of land and the fate of Native America. The concept of assimilation was shared. Then we began a video from PBS's AMERICAN EXPERIENCE. Finish the lesson by watching WE SHALL REMAIN: TECUMSEH'S VISION HERE & share your thoughts on Jefferson's dilemma and Tecumseh's resistance HERE. The video via PBS is not running the full episode, so work your way through YOU TUBE.
See Mr. Allison's Notes HERE.
CLICK HERE FOR MR. ALLISON'S.
Lastly, students completed work in groups with the article "The Intimately Oppressed."
FRIDAY 9/21: Students followed a lecture culminating the Early Republic under the Presidencies of George Washington and John Adams with an emphasis on Foreign Policy. This Foreign Policy dealt heavily with the French Revolution, British Occupation in the Northwest Territory, Haiti and Native Policy.
CLICK HERE FOR MR. ALLISON'S NOTES.
MONDAY 9/24: Students were shown resources provided for them on this website. Then we discussed the implications of the election of 1800, Marbury v. Madison, the Louisiana Purchase and the travels of Lewis & Clark. We then talked about Jefferson's vision of a farming nation, development of land and the fate of Native America. The concept of assimilation was shared. Then we began a video from PBS's AMERICAN EXPERIENCE. Finish the lesson by watching WE SHALL REMAIN: TECUMSEH'S VISION HERE & share your thoughts on Jefferson's dilemma and Tecumseh's resistance HERE. The video via PBS is not running the full episode, so work your way through YOU TUBE.
See Mr. Allison's Notes HERE.
TUESDAY 9/25: We began the class by reviewing responses to Tecumseh's Vision and the dilemma that the new nation faced with its Native Policy. Mr. Holm was very pleased with the extension activity. Several students shared that they appreciated the visual aspect as opposed to just reading about it.
Students then went on a reading vacation to the BHS Professional Development Center to read an article in small groups and analyze it together. For the Full Article, Immoral Rational Calculation: The North American Slave Trade from International Traffic to the Domestic System, click HERE.
TO VIEW MR. ALLISON'S NOTES CLICK HERE.
LET'S TURN THE TABLE!!! YOU ASK ME!! For an extension worth two daily assignments (40 points), read the remainder of the article and create a bank of questions following Bloom's Taxonomy of Critical Thinking, HERE. Ask two questions from each level of the template and turn in to Mr. Holm. He will answer the questions.
Students then went on a reading vacation to the BHS Professional Development Center to read an article in small groups and analyze it together. For the Full Article, Immoral Rational Calculation: The North American Slave Trade from International Traffic to the Domestic System, click HERE.
TO VIEW MR. ALLISON'S NOTES CLICK HERE.
LET'S TURN THE TABLE!!! YOU ASK ME!! For an extension worth two daily assignments (40 points), read the remainder of the article and create a bank of questions following Bloom's Taxonomy of Critical Thinking, HERE. Ask two questions from each level of the template and turn in to Mr. Holm. He will answer the questions.
WEDNESDAY 9/26: Today was more of a content identification and comprehension day. First we shared our work from yesterday that concerned the article Immoral Rational Calculation, then we introduced several key affairs in American History for reference points: The War of 1812, Henry Clay's American Plan (1815), The Adams- Onis Treaty (1819), The Missouri Compromise (1820) and the Monroe Doctrine (1823.) WE finished the class searching for the answers to 5 critical questions to events or concepts in Jacksonian America. They can be found HERE. This work needs to be completed for tomorrow.
FOR MR. ALLISON'S NOTES CLICK HERE.
AS AN EXTENSION, watch the video HERE called the Battle of New Orleans. It is a FOLK song. These songs contain elements of history as well as legend, lore and mythos. Make a small chart that identifies elements of both as you watch the song and listen to the lyrics.
FOR MR. ALLISON'S NOTES CLICK HERE.
AS AN EXTENSION, watch the video HERE called the Battle of New Orleans. It is a FOLK song. These songs contain elements of history as well as legend, lore and mythos. Make a small chart that identifies elements of both as you watch the song and listen to the lyrics.
THURSDAY 9/27: Cliff Burton R.I.P.
Spent the first portion of the block with the first two waves of American Immigration. The first wave is known as the Original and mainly involved English and Scots arriving during and shortly after the English Civil War up to the American Revolution. The Second Wave, known as the "Old" Immigrants was from shortly after the War of 1812 to the Civil War and involved German and Irish Immigrants. These waves of immigration profoundly influenced American culture during the era.
We finished the block starting a presentation of an American time line during the Jacksonian Era. WE began with the Fort Dearborn Massacre of August 15, 1812 and ended with the statehood of Illinois in 1818.
Check out primary documents including letters and lists of those killed at the Massacre HERE. The slide show for the history presentation can be seen HERE.
SEE MR. ALLISON'S NOTES FOR 9/27/12 HERE & 9/28/12 HERE.
MONDAY 10/1: Students used their textbooks to identify important people, vocabulary, events and concepts that they should attach to Jacksonian America. The identification, definition and explanation of these items should be complete for tomorrow. After 45 minutes we addressed specifically the Nullification Crisis, Jackson and the National Bank, & The Panic of 1837. In addition students were introduced to Moses and Stephen Austin, Sam Houston, Antonio Lopez de Santa Anna, and GTT="Gone To Texas." Briefly, as students were ready to walk out the door, they were also introduced to a man we will spend a good deal of time with over the next couple of days, a Chief of the Mende Tribe of Sierra Leone, Singbe Peih, or Joseph Cinque, as he was known in the newspapers of the 1840s. See more on his notoriety HERE.
SEE MR. ALLISON'S NOTES HERE.
Spent the first portion of the block with the first two waves of American Immigration. The first wave is known as the Original and mainly involved English and Scots arriving during and shortly after the English Civil War up to the American Revolution. The Second Wave, known as the "Old" Immigrants was from shortly after the War of 1812 to the Civil War and involved German and Irish Immigrants. These waves of immigration profoundly influenced American culture during the era.
We finished the block starting a presentation of an American time line during the Jacksonian Era. WE began with the Fort Dearborn Massacre of August 15, 1812 and ended with the statehood of Illinois in 1818.
Check out primary documents including letters and lists of those killed at the Massacre HERE. The slide show for the history presentation can be seen HERE.
SEE MR. ALLISON'S NOTES FOR 9/27/12 HERE & 9/28/12 HERE.
MONDAY 10/1: Students used their textbooks to identify important people, vocabulary, events and concepts that they should attach to Jacksonian America. The identification, definition and explanation of these items should be complete for tomorrow. After 45 minutes we addressed specifically the Nullification Crisis, Jackson and the National Bank, & The Panic of 1837. In addition students were introduced to Moses and Stephen Austin, Sam Houston, Antonio Lopez de Santa Anna, and GTT="Gone To Texas." Briefly, as students were ready to walk out the door, they were also introduced to a man we will spend a good deal of time with over the next couple of days, a Chief of the Mende Tribe of Sierra Leone, Singbe Peih, or Joseph Cinque, as he was known in the newspapers of the 1840s. See more on his notoriety HERE.
SEE MR. ALLISON'S NOTES HERE.
TUESDAY AND WEDNESDAY 10/2 & 10/3: Students were given a preview of the Amistad Case 1839-1841, and the impact it had on the Abolition movement and in the national news. It was the first major national publication that exposed the horrors of being a slave, and how treacherous the slave trade was. For further detail of this trade read
Immoral Rational Calculation: The North American Slave Trade from International Traffic to the Domestic System, click HERE. Students were asked to connect to the difficult dialogue that took place between two cultures and within our nation. The AMISTAD DIALOGUE sheet is HERE.
TONIGHT IS THE FIRST PRESIDENTIAL DEBATE BETWEEN GOVERNOR ROMNEY AND PRESIDENT OBAMA. WE ARE ASKING OUR STUDENTS TO WATCH A HALF OUR AND WRITE A ONE PAGE RESPONSE TO AN ISSUE THEY HEARD ADDRESSED. If students have other obligations, please record it so that they can watch a half hour when they have time.
TONIGHT IS THE FIRST PRESIDENTIAL DEBATE BETWEEN GOVERNOR ROMNEY AND PRESIDENT OBAMA. WE ARE ASKING OUR STUDENTS TO WATCH A HALF OUR AND WRITE A ONE PAGE RESPONSE TO AN ISSUE THEY HEARD ADDRESSED. If students have other obligations, please record it so that they can watch a half hour when they have time.
Roger S. Baldwin published his argument in the Amistad Case. Winning the case was rewarded by notoriety and Governorship of Connecticut. At the Supreme Court level he appealed to former President John Quincy Adams, who's challenge to the idea of American Freedom was greatly admired.
John Quincy Adams
Thursday 10/4: WE finished The Amistad and took time for question answer for Friday's Jacksonian America Content assessment. The essential questions can be found on 9/26 above. The remainder of the block was discussing student reaction to the Romney/Obama first debate.
FRIDAY 10/5: Students took Jacksonian America Assessment, then were presented with further content on the "Slavery Time-line." See 9/27 for slide show. TO VIEW MR. ALLISON'S NOTES CLICK HERE.
TUESDAY 10/9: Students completed the presentation listed above by being introduced to a young Illinois Whig, who modeled himself after Kentucky's Henry Clay or New York's DeWitt Clinton, named Abraham Lincoln. Lincoln, a young Rail Road Lawyer, had three main goals as we addressed in class: 1] Save the Union ("A house divided cannot stand.) 2] stop the spread of slavery that was further tearing the nation apart 3] Strengthen the Union through government lead development projects. While discussing there goals we examined how the slavery debate was escalating with events like Bleeding Kansas, The Dred Scott Decision and John Brown's Raid on Harper's Ferry. This escalation prompted the South to Secession.
CLICK HERE FOR MR. ALLISON'S NOTES on THE RISE OF LINCOLN.
Finally students were given the article, "What Would Lincoln Do?" (from TIME MAGAZINE Feb. 16, 2009 by David Von Drahle, found HERE.). Students were asked to read it and answer the attached questions by quoting and tagging directly from the text.
TUESDAY 10/9: Students completed the presentation listed above by being introduced to a young Illinois Whig, who modeled himself after Kentucky's Henry Clay or New York's DeWitt Clinton, named Abraham Lincoln. Lincoln, a young Rail Road Lawyer, had three main goals as we addressed in class: 1] Save the Union ("A house divided cannot stand.) 2] stop the spread of slavery that was further tearing the nation apart 3] Strengthen the Union through government lead development projects. While discussing there goals we examined how the slavery debate was escalating with events like Bleeding Kansas, The Dred Scott Decision and John Brown's Raid on Harper's Ferry. This escalation prompted the South to Secession.
CLICK HERE FOR MR. ALLISON'S NOTES on THE RISE OF LINCOLN.
Finally students were given the article, "What Would Lincoln Do?" (from TIME MAGAZINE Feb. 16, 2009 by David Von Drahle, found HERE.). Students were asked to read it and answer the attached questions by quoting and tagging directly from the text.
WEDNESDAY 10/10: Today was an ambitious day, but much was accomplished. We had three main goals: 1] Examine Lincoln's main goal of saving the Union (for this we used the article "What Would Lincoln Do?" See link from yesterday) 2] Examine the south's call of Secession after maintaining that the Federal Government had become destructive of their rights (for this we used a short video clip depicting John C. Calhoun from the movie The Amistad and we analyzed a paraphrased version of John C. Calhoun's speech before the senate in 1837 laying out justification for Nullification or secession) 3] We organized and found support for an answer to the critical question 'Did the South have a right to secede from the Union in 1860?' An outline organizer was provided for the students to develop their argument. It will be written in class tomorrow. Students should have an organized outline, complete with supporting evidence, prepared for class tomorrow.
To see more of John C. Calhoun's philosophy click HERE. For John C. Calhoun's Senate Speech in 1837 click HERE. For the Aquinan Outline click HERE.
CLICK HERE FOR MR. ALLISON'S NOTES.
To see more of John C. Calhoun's philosophy click HERE. For John C. Calhoun's Senate Speech in 1837 click HERE. For the Aquinan Outline click HERE.
CLICK HERE FOR MR. ALLISON'S NOTES.
THURSDAY 10/11:
Students were assessed as they wrote a letter to President Elect Lincoln or South Carolina Governor Francis W. Pickens in the fall of 1860 encouraging Secession or support of the Union. These assessments will be Scored and kept as artifacts of student writing development. |
For NEXT FRIDAY: Students were reminded that their summer reading project is due next week 10/19. For a descriptor of the project click HERE.
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TO VIEW MR. ALLISON's NOTES on the CIVIL WAR & RECONSTRUCTION click HERE.
MONDAY 10/15: Students read two sections of the txt PP 168 to 183: The War Begins and The North Takes Charge. Then they compared text reading to an excerpt from Mark Twain's Autobiography on his Youth Amid Slavery. Read it HERE.
Students were then given a lecture for an half hour that showed how the North took Charge after the Battle of Antietam and the Emancipation Proclamation.
See MR. ALLISON'S CON'T NOTES ON THE CIVIL WAR click HERE.
TUESDAY 10/16: Lesson began with a spatial skill practice activity by 1] Identifying the Confederate States of America on a Map 2] showing where the "Anaconda Plan" targeted & 3] Identifying, by region, the main theatres of war in the American Civil War. Students were presented the course of the middle of the Civil War with Emphasis on July 4, 1863 at Vicksburg and Gettysburg. In addition students were interested in the fact that Lincoln instituted the first American Draft and discussion ensued about the legitimacy of a Draft. Riots were the effect in many Northern States. Ultimately the block finished with the Gettysburg Address and it's call for rebirth of the Nation Conceived in Liberty. Further Analysis of the Address can be found HERE.
WEDNESDAY 10/17: Class began with a review of the Gettysburg Address and the TOTAL WAR of Grant and SHerman that ensued. Students were shown an excerpt for his second inaugural address then given a reading assessment embedding it's purpose. Questions that are attached are written in the ACT critical question model. Find it HERE. Class finished with the Assassination of Lincoln by John Wilkes Boothe, THe American Brutus
TO SEE MR. ALLISON'S NOTES ON THE CIVIL WAR- A TOTAL WAR & RECONSTRUCTION CLICK HERE & TO VIEW
THE END OF RECONSTRUCTION NOTES CLICK HERE.
REMINDER: Summer Book Projects are due Friday 10/19.
MONDAY 10/15: Students read two sections of the txt PP 168 to 183: The War Begins and The North Takes Charge. Then they compared text reading to an excerpt from Mark Twain's Autobiography on his Youth Amid Slavery. Read it HERE.
Students were then given a lecture for an half hour that showed how the North took Charge after the Battle of Antietam and the Emancipation Proclamation.
See MR. ALLISON'S CON'T NOTES ON THE CIVIL WAR click HERE.
TUESDAY 10/16: Lesson began with a spatial skill practice activity by 1] Identifying the Confederate States of America on a Map 2] showing where the "Anaconda Plan" targeted & 3] Identifying, by region, the main theatres of war in the American Civil War. Students were presented the course of the middle of the Civil War with Emphasis on July 4, 1863 at Vicksburg and Gettysburg. In addition students were interested in the fact that Lincoln instituted the first American Draft and discussion ensued about the legitimacy of a Draft. Riots were the effect in many Northern States. Ultimately the block finished with the Gettysburg Address and it's call for rebirth of the Nation Conceived in Liberty. Further Analysis of the Address can be found HERE.
WEDNESDAY 10/17: Class began with a review of the Gettysburg Address and the TOTAL WAR of Grant and SHerman that ensued. Students were shown an excerpt for his second inaugural address then given a reading assessment embedding it's purpose. Questions that are attached are written in the ACT critical question model. Find it HERE. Class finished with the Assassination of Lincoln by John Wilkes Boothe, THe American Brutus
TO SEE MR. ALLISON'S NOTES ON THE CIVIL WAR- A TOTAL WAR & RECONSTRUCTION CLICK HERE & TO VIEW
THE END OF RECONSTRUCTION NOTES CLICK HERE.
REMINDER: Summer Book Projects are due Friday 10/19.
MONDAY 10/22: Started the class with business items: 1] Midterm exam is Wednesday with a writing, reading and content section. Study guides were passed out. 2] Spoke about the next two weeks being short weeks but the new quarter begins on Monday. 3] The new quarter will include a book review, form a book you read of your own choice, and a service project that will coincide with our unit on the Great Depression and the New Deal.
TO VIEW MR. ALLISON'S NOTES ON "THE GILDED AGE" click HERE.
TO VIEW MR. ALLISON'S NOTES ON "THE NEW WAVE OF IMMIGRANTS IN THE GILDED AGE" click HERE.
Our main objective today was to understand "The Gilded Age," and the New Republican Agenda. We used the Union Pacific Rail Road Credit Mobilier as an example of a bright and shiny example of wealth, but underneath a $130 Million from American tax payers through bribery and maleficence. WE then had a presentation that presented the Captains of Industry, or Robber Barons as some called them, Andrew Carnegie, John D. Rockefeller, J. P. Morgan and Philip Armour. You can see the presentation HERE.
TUESDAY 10/23: Today was focused on the many who toiled in the great Gilded Age and who sacrificed much for the abundant growth and wealth of expanding nation: women, children, "New Wave " Immigrants from Poland, Eastern Europe, Southern Italy, Russia and Sweden, newly Freed African American Men and Women, and the Natives who were forced to Americanize. To see the presentation click HERE.
READ an excerpt from Upton Sinclair's The Jungle HERE.
For Lincoln's vision of the future of Native America click HERE.
MIDTERM EXAMS TOMORROW INCLUDE A WRITING ASSESSMENT, READING ASSESSMENT AND CONTENT ASSESSMENT. REMEMBER, THEY WOULD HAVE VALUED YOUR EDUCATION!
TO VIEW MR. ALLISON'S NOTES ON "THE GILDED AGE" click HERE.
TO VIEW MR. ALLISON'S NOTES ON "THE NEW WAVE OF IMMIGRANTS IN THE GILDED AGE" click HERE.
Our main objective today was to understand "The Gilded Age," and the New Republican Agenda. We used the Union Pacific Rail Road Credit Mobilier as an example of a bright and shiny example of wealth, but underneath a $130 Million from American tax payers through bribery and maleficence. WE then had a presentation that presented the Captains of Industry, or Robber Barons as some called them, Andrew Carnegie, John D. Rockefeller, J. P. Morgan and Philip Armour. You can see the presentation HERE.
TUESDAY 10/23: Today was focused on the many who toiled in the great Gilded Age and who sacrificed much for the abundant growth and wealth of expanding nation: women, children, "New Wave " Immigrants from Poland, Eastern Europe, Southern Italy, Russia and Sweden, newly Freed African American Men and Women, and the Natives who were forced to Americanize. To see the presentation click HERE.
READ an excerpt from Upton Sinclair's The Jungle HERE.
For Lincoln's vision of the future of Native America click HERE.
MIDTERM EXAMS TOMORROW INCLUDE A WRITING ASSESSMENT, READING ASSESSMENT AND CONTENT ASSESSMENT. REMEMBER, THEY WOULD HAVE VALUED YOUR EDUCATION!
MONDAY 10/29: We began class with two reviews 1] analysis of Jourdan's Letter to his Former Master. In this analysis we focused on understanding what the question is asking and vocabulary. Read Jourdan's Letter HERE. 2] We reviewed the larger Metaphor of the Progressive Poem The Hellbound Train. It symbolizes the fast paced industrial movement and the ills it contains. Read it HERE. WE WERE THEN INTRODUCED TO THE PROGRESSIVE MOVEMENT'S AGENDA OF INITIATIVE, REFORM AND REFERENDUM. THE WELL BEHAVED WOMEN project thay is due tomorrow will give us further insight into this movement.
In addition, a student discovery worksheet was issued in class for students to identify America's Imperial ambitions at the turn of the 20th century. THe questions found HERE should be answered for tomorrow & a "COLD CASE" Study of the Haymarket Square Massacre can be found HERE. It is due Wednesday.
Click HERE for Mr. A's class notes.
TUESDAY 10/30: Several students presented their WELL BEHAVED WOMAN RARELY MAKE HISTORY slide shows. But we took it a step further. These bold women didn't just demand talk, they wanted action from the media, politicians and the people in a populist movement. Unions and other organizations were key to strikes and other activity. What happened with these strikes and other activities. Answer these questions that were posed in the Haymarket Square presented yesterday and due tomooorw.
In addition, a student discovery worksheet was issued in class for students to identify America's Imperial ambitions at the turn of the 20th century. THe questions found HERE should be answered for tomorrow & a "COLD CASE" Study of the Haymarket Square Massacre can be found HERE. It is due Wednesday.
Click HERE for Mr. A's class notes.
TUESDAY 10/30: Several students presented their WELL BEHAVED WOMAN RARELY MAKE HISTORY slide shows. But we took it a step further. These bold women didn't just demand talk, they wanted action from the media, politicians and the people in a populist movement. Unions and other organizations were key to strikes and other activity. What happened with these strikes and other activities. Answer these questions that were posed in the Haymarket Square presented yesterday and due tomooorw.
Mary Harris "Mother Jones" her followers to
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Teddy Roosevelt, former Secretary of the united States Navy, shows his desire for America's expansion to the Pacific. |
WEDNESDAY 11/7: OPened the class asking students for reactions to Election night. Many good questions came out of each class. Mr. Holm shared a portion of President Obama's Victory Speech and talked about the need for Deliberation and Compromise on issues that both parties found to be of importance: Education, Immigration, Jobs, Health Care. The divide is not that people disagree on the things that need to be addressed, but how:
SAID PRESIDENT OBAMA:
That’s why we do this. That’s what politics can be. That’s why elections matter. It’s not small, it’s big. It’s important. Democracy in a nation of 300 million can be noisy and messy and complicated. We have our own opinions. Each of us has deeply held beliefs. And when we go through tough times, when we make big decisions as a country, it necessarily stirs passions, stirs up controversy.
That won’t change after tonight, and it shouldn’t. These arguments we have are a mark of our liberty. We can never forget that as we speak people in distant nations are risking their lives right now just for a chance to argue about the issues that matter, the chance to cast their ballots like we did today.
(APPLAUSE)
But despite all our differences, most of us share certain hopes for America’s future. We want our kids to grow up in a country where they have access to the best schools and the best teachers..........
Two critical questions of 1915-1917 were then posed to the class as a presentation on WWI continued: Should the United States enter the European conflict? The nation was heavily divided over this issue, even after the Sinking of the Lusitania began to sway opinion. Although the Zimmerman Note to Mexico pushed much of America over the edge of popular opinion many still opposed the draft that was initiated as America mobilized.
An excerpt from Chapter X of Dalton Trumbo's Johnny Got His Gun (HERE) was presented as a matter of opposition to the war.
FRIDAY 11/9: Students were placed into groups that represented Chief Justice Oliver Wendell Holmes Supreme Court in 1919, and Chief Justices were selected to run the students through the landmark case Schenk v the US. See the parameters of the case HERE. The students then discussed the importance of freedom of speech and whether it or not it can be limited in time of crisis. Chief Justice Holmes said that limited speech may be necessary when there exists a "clear and present danger." AND used the analogy of screaming FIRE in a theatre. Citizens may not use freedom of speech that threatens the safety of others.
MONDAY 11/12-WEDNESDAY 11/14: Students started the block by examining provisions of the Treaty of Versailles in 1918 and President Wilson's 14 points. Then students discussed the pros and cons of entering the League of Nations designed by President Wilson. Wilson predicted if we did not join we would be back in a world war within 2 decades.
See Mr. Allison's notes HERE
Students were then lead through a general presentaion of the Politics of the Roaring 20's.
For Tuesday, students should answer the questions provided in the on-line notes linked below:
PROFESSOR SCHULTZ LECTURE 15 NOTES ON THE POLITICS OF PROSPERITY: THE 1920s click HERE
PROFESSOR SCHULTZ LECTURE 16 NOTES ON THE POLITICS OF FRUSTRATION: THE 1920s click HERE
PROFESSOR SCHULTZ LECTURE 17 NOTES ON THE POLITICS OF PROHIBITION: THE 1920s click HERE
TUESDAY 11/13: Students addressed the questions asked by Dr. Scultz as in the links above. In addition students engaged in RESPONSE ANNOTATION to two articles given in hard copy in class: Advertising in the 1920s & The Attic: Visions of Women in 1920s Magazine Advertising. This activity involves responding to annotation Mr. Holm has provided.
See Mr. Allison's Notes HERE
SEE THE SLIDE SHOW ON THE 1920s HERE.
SAID PRESIDENT OBAMA:
That’s why we do this. That’s what politics can be. That’s why elections matter. It’s not small, it’s big. It’s important. Democracy in a nation of 300 million can be noisy and messy and complicated. We have our own opinions. Each of us has deeply held beliefs. And when we go through tough times, when we make big decisions as a country, it necessarily stirs passions, stirs up controversy.
That won’t change after tonight, and it shouldn’t. These arguments we have are a mark of our liberty. We can never forget that as we speak people in distant nations are risking their lives right now just for a chance to argue about the issues that matter, the chance to cast their ballots like we did today.
(APPLAUSE)
But despite all our differences, most of us share certain hopes for America’s future. We want our kids to grow up in a country where they have access to the best schools and the best teachers..........
Two critical questions of 1915-1917 were then posed to the class as a presentation on WWI continued: Should the United States enter the European conflict? The nation was heavily divided over this issue, even after the Sinking of the Lusitania began to sway opinion. Although the Zimmerman Note to Mexico pushed much of America over the edge of popular opinion many still opposed the draft that was initiated as America mobilized.
An excerpt from Chapter X of Dalton Trumbo's Johnny Got His Gun (HERE) was presented as a matter of opposition to the war.
FRIDAY 11/9: Students were placed into groups that represented Chief Justice Oliver Wendell Holmes Supreme Court in 1919, and Chief Justices were selected to run the students through the landmark case Schenk v the US. See the parameters of the case HERE. The students then discussed the importance of freedom of speech and whether it or not it can be limited in time of crisis. Chief Justice Holmes said that limited speech may be necessary when there exists a "clear and present danger." AND used the analogy of screaming FIRE in a theatre. Citizens may not use freedom of speech that threatens the safety of others.
MONDAY 11/12-WEDNESDAY 11/14: Students started the block by examining provisions of the Treaty of Versailles in 1918 and President Wilson's 14 points. Then students discussed the pros and cons of entering the League of Nations designed by President Wilson. Wilson predicted if we did not join we would be back in a world war within 2 decades.
See Mr. Allison's notes HERE
Students were then lead through a general presentaion of the Politics of the Roaring 20's.
For Tuesday, students should answer the questions provided in the on-line notes linked below:
PROFESSOR SCHULTZ LECTURE 15 NOTES ON THE POLITICS OF PROSPERITY: THE 1920s click HERE
PROFESSOR SCHULTZ LECTURE 16 NOTES ON THE POLITICS OF FRUSTRATION: THE 1920s click HERE
PROFESSOR SCHULTZ LECTURE 17 NOTES ON THE POLITICS OF PROHIBITION: THE 1920s click HERE
TUESDAY 11/13: Students addressed the questions asked by Dr. Scultz as in the links above. In addition students engaged in RESPONSE ANNOTATION to two articles given in hard copy in class: Advertising in the 1920s & The Attic: Visions of Women in 1920s Magazine Advertising. This activity involves responding to annotation Mr. Holm has provided.
See Mr. Allison's Notes HERE
SEE THE SLIDE SHOW ON THE 1920s HERE.
IN the 1920s, muck raking journals, like McClure's, turned from Progressive ideology to entertainment and marketing, bringing an ironic end to the era.
THURSDAY 11/15: On the shortened block we finished Peter Jenning's AMERICA'S CENTURY: BOOM TO BUST, which focused on the drastic changes from traditional America of the 19th century to the Modernity of American Innovation and consumerism. Among the topics were the New Woman, New Negro and the rise of the 2nd KKK. Lastly, Jenning's ended the episode examining the causes of the great stock market Crash of Tuesday, October 29, 1929.
Students were given a brief presentation of the Great Depression as seen HERE.
Students were given a brief presentation of the Great Depression as seen HERE.
THANKS GIVING EXTENSION OPPORTUNITY
JOIN MR. HOLM'S FAMILY and OTHER STUDENTS FOR A VIEWING OF LINCOLN THE MORNING of TUESDAY NOVEMBER 20, at 11:45. We will meet in the Lobby of Randall 16 Theaters before the show. PLease bring $$ for ticket and snacks.
Show time and further details for gaining class credit will be posted HERE.
Show time and further details for gaining class credit will be posted HERE.
WELCOME BACK FROM THANKSGIVING BREAK
A Thank you to all of you who joined us for the November 20th Showing of LINCOLN. If you are interested in the extension work and class credit that goes with the viewing, see the link next to Mr Linco...ehhem, Mr Daniel Day-Lewis above.
MONDAY 11/26: Began today's block by addressing some business items: 1] returning and reviewing the WWI/1920s assessment 2] Reminded of the Lincoln opportunity above 3] Collected TOM JOAD SERVICE PROJECT PLANS that didn't need refining and shared ideas.
After addressing the business items we Identified what FDR meant by the NEW DEAL. America, prior to the Great Depression lived in a Paradigm of Social Darwinism and Rugged Individualism that required a Laissez-Faire Market. FDR promised to go further then his cousin Teddy Roosevelt's SQUARE DEAL with the idea that, as Thomas Jefferson proposed, the job of government is to protect it's people's rights. FDR believed that included economic rights. First he provided RELIEF, then REFORM through government programs. Those programs can be seen in the link provided on 11/15 above.
For today's activity we analyzed photos of the DUST BOWL and GREAT DEPRESSION provided by the WPA or Works Progress Administration.
See MR. ALLISON'S Notes on FDR his "A NEW DEAL FOR AMERICA" HERE
After addressing the business items we Identified what FDR meant by the NEW DEAL. America, prior to the Great Depression lived in a Paradigm of Social Darwinism and Rugged Individualism that required a Laissez-Faire Market. FDR promised to go further then his cousin Teddy Roosevelt's SQUARE DEAL with the idea that, as Thomas Jefferson proposed, the job of government is to protect it's people's rights. FDR believed that included economic rights. First he provided RELIEF, then REFORM through government programs. Those programs can be seen in the link provided on 11/15 above.
For today's activity we analyzed photos of the DUST BOWL and GREAT DEPRESSION provided by the WPA or Works Progress Administration.
See MR. ALLISON'S Notes on FDR his "A NEW DEAL FOR AMERICA" HERE
THE ONLY THING WE HAVE TO FEAR IS FEAR ITSELF.
TUESDAY 11/27: Mine eyes have seen the Glory of the coming of the Lord/ He has trampled out the vintage where the GRAPES OF WRATH are stored/ He hath loosed the fateful lightning of His terrible swift sword: His truth is marching on.//Glory, Glory, hallelujah!
WEDNESDAY 11/28: After completing the film Grapes of Wrath, Students were assigned a short writing piece that addressed 2-3 scenes from the film with three specific elements: 1] Identify and describe the scene of importance (knowledge, comprehension) 2] Discuss the meaning of the scene (Comprehension/analysis) 3] Put yourself in somene's shoes to empathize or evaluate the scene by criticizing the director or author, John Steinbeck. (Application/evaluation). THE ESSAY IS DUE TOMORROW.
Thursday 11/29: Today was spent in the lab researching essential questions of the 1930s and
PROFESSOR SCHULTZ LECTURE 18 NOTES ON CRASHING HOPES: THE GREAT DEPRESSION HERE
PROFESSOR SCHULTZ LECTURE 19 NOTES ON LIBERALISM AT HIGH NOON: THE NEW DEAL HERE.
Franklin Delano Roosevelt began the New Deal with RELIEF EFFORTS, but by 1935 was also looking for major REFORMS Like the Wagner Act (which provided Labor Rights), The Glass-Steagle Act (Which separated Savings Banks from Investment Banks) and reform for Native Americans on Reservations, which allowed them to return to Tribal communal living and disbanded assimilation requirements. See some of the last photographs of Native Tribes funded by JP MORGAN and President Teddy Roosevelt HERE.
MONDAY 12/3: Began block with class answering questions from SCHULTZ LECTURES above, then watched the remainder of "Stormy Weather, " a video documentary on the Great Depression and New Deal. At the end of the block, students were shown a few minutes of "Over the Edge," about radio propaganda and the Rise of the Third Reich. For tonight, students were asked to read the first four pages of Howard Zinn's chapter 16 of A PEOPLE'S HISTORY OF AMERICA, "A People's War?" and annotate as well as answer questions1-4 about America's place in the impending world war. The reading can be found HERE & questions HERE.
Thursday 11/29: Today was spent in the lab researching essential questions of the 1930s and
PROFESSOR SCHULTZ LECTURE 18 NOTES ON CRASHING HOPES: THE GREAT DEPRESSION HERE
PROFESSOR SCHULTZ LECTURE 19 NOTES ON LIBERALISM AT HIGH NOON: THE NEW DEAL HERE.
Franklin Delano Roosevelt began the New Deal with RELIEF EFFORTS, but by 1935 was also looking for major REFORMS Like the Wagner Act (which provided Labor Rights), The Glass-Steagle Act (Which separated Savings Banks from Investment Banks) and reform for Native Americans on Reservations, which allowed them to return to Tribal communal living and disbanded assimilation requirements. See some of the last photographs of Native Tribes funded by JP MORGAN and President Teddy Roosevelt HERE.
MONDAY 12/3: Began block with class answering questions from SCHULTZ LECTURES above, then watched the remainder of "Stormy Weather, " a video documentary on the Great Depression and New Deal. At the end of the block, students were shown a few minutes of "Over the Edge," about radio propaganda and the Rise of the Third Reich. For tonight, students were asked to read the first four pages of Howard Zinn's chapter 16 of A PEOPLE'S HISTORY OF AMERICA, "A People's War?" and annotate as well as answer questions1-4 about America's place in the impending world war. The reading can be found HERE & questions HERE.
TUESDAY AND WEDNESDAY 12/4 & 12/5: Students have been progressing into the events and issues of WWII. To do this from a people's stand point, we have been chunking "A PEOPLE's WAR?" as found above. Zinn, a WWII bombardier, and historian asks critically if the war was to end imperialism, racism and totalitarianism/fascism? We are approaching it from the standpoint that the United States had very difficult decisions about not only how we could best win the war, but do it in a way that addressed our national interests of Free Market Capitalism & Democracy.
FOR A VIEW OF THE SLIDE SHOW PRESENTATION OF THE COURSE OF WWII CLICK HERE.
TO SEE A STEP BY STEP VIEW OF THE DEFEAT OF THE NAZI's CLICK HERE.
FOR A VIEW OF THE SLIDE SHOW PRESENTATION OF THE COURSE OF WWII CLICK HERE.
TO SEE A STEP BY STEP VIEW OF THE DEFEAT OF THE NAZI's CLICK HERE.
MONDAY 12/10: Today students took a surprise forced choice assessment on the Great Depression and WWII. Great Depression material was largely review and WWII covered content of Thursday and Friday's material. Students were allowed to recover points by referring to notes after they had completed a 'dry run.'
FOR TOMORROW students should read the articles listed to the left and found HERE. They should annotate as seen HERE, and be prepared to write a timed position essay either supporting or opposing the dropping of the A-Bombs on Hiroshima and Nagasaki. ***Reminder: "A PEOPLE'S WAR?" Questions are due tomorrow.***
WATCH a short video of the Bombing of Hiroshima HERE. Robert McNamara analyzes Proportionality in war in the film "FOG OF WAR" HERE.
FOR TOMORROW students should read the articles listed to the left and found HERE. They should annotate as seen HERE, and be prepared to write a timed position essay either supporting or opposing the dropping of the A-Bombs on Hiroshima and Nagasaki. ***Reminder: "A PEOPLE'S WAR?" Questions are due tomorrow.***
WATCH a short video of the Bombing of Hiroshima HERE. Robert McNamara analyzes Proportionality in war in the film "FOG OF WAR" HERE.
After the dropping of the A-Bomb on both HIROSHIMA & NAGASAKI - survivors faced extreme physical & psychological turmoil. Japanese survivors (within 2 kilometers of the blasts) were considered to be contagious/diseased & called HIBAKUSHA, "EXPLOSION-COVERED PEOPLE." These survivors were seen as outcasts & shunned from society. In an effort to make their stories known a photographer interviewed & created portraits of these survivors some 65 years later. CLICK HERE TO READ ABOUT THE VOICES OF THE "EXPLOSION-COVERED" PEOPLE.
TUESDAY 12/11: Students were given the objective of understanding the great responsibility that fell on the US after WWII. Asking the question 'Should we have dropped the bomb on Japan at the end of WWII?' helps us understand the great decisions that accompany that responsibility. Students used 30 minutes to write a response using the Aquinan Model: The question being asked is 'Should we have dropped the bomb on Japan at the end of WWII?' There are those who would say...because...; however, I believe...because...."
After the essay we did a brief human graph of who took what position and had a short discussion about our rationales. Then, we talked about the level of confrontation between the US and USSR as they envisioned the post war world. Ultimately we evaluated our essay answers by looking at justified war as seen by renowned Political Scientist Rhinehold Niehbur and St. Augustine's "Just War Theory."
To view Mr. Allison's Class Notes from 12/11 Click HERE.
WEDNESDAY 12/12:
Both of these clips are meant to give students a new perspective on the bomb. The commentary for both shed light on the mentality (inexperience of knowledge pertaining to the bomb) of the personnel involved, and their inexperience with this new Nuclear Age. This link will take you to the article with two parts (1) brief background with a 2 minute clip of 5 "volunteers" standing directly underneath an explosion some 18,500 feet above them! The second part (2) is a brief clip w/ audio of the 1953 explosion of an A-Bomb. To view this article w/ the two clips CLICK HERE.
To View Mr. Allison's Notes on the Short & Long Term Effects of the A-Bomb - Click HERE.
TUESDAY 12/11: Students were given the objective of understanding the great responsibility that fell on the US after WWII. Asking the question 'Should we have dropped the bomb on Japan at the end of WWII?' helps us understand the great decisions that accompany that responsibility. Students used 30 minutes to write a response using the Aquinan Model: The question being asked is 'Should we have dropped the bomb on Japan at the end of WWII?' There are those who would say...because...; however, I believe...because...."
After the essay we did a brief human graph of who took what position and had a short discussion about our rationales. Then, we talked about the level of confrontation between the US and USSR as they envisioned the post war world. Ultimately we evaluated our essay answers by looking at justified war as seen by renowned Political Scientist Rhinehold Niehbur and St. Augustine's "Just War Theory."
To view Mr. Allison's Class Notes from 12/11 Click HERE.
WEDNESDAY 12/12:
Both of these clips are meant to give students a new perspective on the bomb. The commentary for both shed light on the mentality (inexperience of knowledge pertaining to the bomb) of the personnel involved, and their inexperience with this new Nuclear Age. This link will take you to the article with two parts (1) brief background with a 2 minute clip of 5 "volunteers" standing directly underneath an explosion some 18,500 feet above them! The second part (2) is a brief clip w/ audio of the 1953 explosion of an A-Bomb. To view this article w/ the two clips CLICK HERE.
To View Mr. Allison's Notes on the Short & Long Term Effects of the A-Bomb - Click HERE.
THURSDAY 12/13: Today we were very lucky to have our Russian Foreign Exchange student, Vasiliy Egerov, who is from Yakutsk speak to us about his country. Vasiliy is a Russian Scholarship winner that came to the United States in order to create good relations between our two nations. This is perfectly timed as we talk about our COLD WAR relations. THANK YOU VASILIY! You did a great job.
FRIDAY 12/14: WE watched the Satirical Film THE ATOMIC CAFE' today.
MONDAY 12/17: Today's focus was to analyze how President Eisenhower avoided a global war with the Soviet Union. Coups and covert assassination, a space race, brinksmanship & diffusion were all methods Ike sought to avoid full scale conflict, but at the same time he feared the large scale permanent military structure that had been created. Watch the video we saw in class HERE. See the essential questions for this period HERE. THESE ARE DUE IN CLASS TOMORROW.
To See Mr. Allison's notes on the Essential Question: How Do We Avoid War? Click HERE.
FRIDAY 12/14: WE watched the Satirical Film THE ATOMIC CAFE' today.
MONDAY 12/17: Today's focus was to analyze how President Eisenhower avoided a global war with the Soviet Union. Coups and covert assassination, a space race, brinksmanship & diffusion were all methods Ike sought to avoid full scale conflict, but at the same time he feared the large scale permanent military structure that had been created. Watch the video we saw in class HERE. See the essential questions for this period HERE. THESE ARE DUE IN CLASS TOMORROW.
To See Mr. Allison's notes on the Essential Question: How Do We Avoid War? Click HERE.
Analyze the image & the paragraph below. This appeared as the cover & the cover story of TIME magazine on Dec. 6, 1968.
"FROM the moment when living organisms appeared in the seas billions of years ago, they seemed driven by an instinctive urge to move beyond their own environment. Out of the dark waters they groped across aeons, toward the light and land and air. Like those remote ancestors, man, too, has striven continually to seek what he has never known before. He has ranged restlessly across the surface of his world; he has traveled back into the primordial oceans; he has learned to fly through his now familiar skies..."
The image and cover story both provide insight to the space race. Be able to answer the essential question: How has our societies' approach to education changed as a direct relation to the space race? Also, generate ideas as to why this was written by, and about men with no mention of women.
Click this link to see the article/infograph: Education Olympics: How Does America Rank Compared to Other Countries?
"FROM the moment when living organisms appeared in the seas billions of years ago, they seemed driven by an instinctive urge to move beyond their own environment. Out of the dark waters they groped across aeons, toward the light and land and air. Like those remote ancestors, man, too, has striven continually to seek what he has never known before. He has ranged restlessly across the surface of his world; he has traveled back into the primordial oceans; he has learned to fly through his now familiar skies..."
The image and cover story both provide insight to the space race. Be able to answer the essential question: How has our societies' approach to education changed as a direct relation to the space race? Also, generate ideas as to why this was written by, and about men with no mention of women.
Click this link to see the article/infograph: Education Olympics: How Does America Rank Compared to Other Countries?
WEDNESDAY 12/19: "We choose to go to the Moon,..." WATCH HERE. After an analysis of the Time Magazine Cover and excerpt about the space race, we began a concept illustration of President Kennedy's main obstacles to the dream of the NEW FRONTIER. Find the concept illustration project HERE. These Illustrations are due in class tomorrow. The events/concepts are provided HERE.
THURSDAY AND FRIDAY 12/20 & 12/21:
Moms and Dads,
I wanted to take a very quick moment to make you aware, if you are not already, that we have two long range assignments that were introduced to students about 6 weeks ago, and are due Thursday, January 10.
1] A book review of a history or historic fiction that your student chose. Students have had many weeks to get started, but many have waited. They will be capable of writing their paper when they return, but if they have not been reading, please prod and poke them.
2] As part of our Great Depression study we plan what I call the TOM JOAD SERVICE PROJECT (you might remember him from the Grapes of Wrath.) Students design their own project that can involve existing organizations like the Batavia Food Pantry, or Hesed House and Lazerus House, or their own completely original activity. Over the course of 9 weeks I ask them to organize 6 hours. Prod and poke here as well, as may students have planned their activities over the vacation. OVER THE LAST 12 YEARS OUR AMERICAN HISTORY STUDENTS HAVE CONTRIBUTED A GREAT DEAL TO OUR COMMUNITY.
I have fun every day as we study our nation's past. These activities help add value to the enterprise. Thank you for your help, and have a truly wonderful Holiday.
Let it snow,
Matt
THURSDAY AND FRIDAY 12/20 & 12/21:
Moms and Dads,
I wanted to take a very quick moment to make you aware, if you are not already, that we have two long range assignments that were introduced to students about 6 weeks ago, and are due Thursday, January 10.
1] A book review of a history or historic fiction that your student chose. Students have had many weeks to get started, but many have waited. They will be capable of writing their paper when they return, but if they have not been reading, please prod and poke them.
2] As part of our Great Depression study we plan what I call the TOM JOAD SERVICE PROJECT (you might remember him from the Grapes of Wrath.) Students design their own project that can involve existing organizations like the Batavia Food Pantry, or Hesed House and Lazerus House, or their own completely original activity. Over the course of 9 weeks I ask them to organize 6 hours. Prod and poke here as well, as may students have planned their activities over the vacation. OVER THE LAST 12 YEARS OUR AMERICAN HISTORY STUDENTS HAVE CONTRIBUTED A GREAT DEAL TO OUR COMMUNITY.
I have fun every day as we study our nation's past. These activities help add value to the enterprise. Thank you for your help, and have a truly wonderful Holiday.
Let it snow,
Matt
MONDAY 1/7/13: WELCOME BACK!!!!
We began today's class with the understanding that we would further address the idea of American Poverty, but also investigate the Civil Rights Movement of the 1950s and 1960s. We will attempt to link the economic and social aspects of equality in this investigation.
In small groups we pondered the question "Why did Abraham Lincoln believe that African-Americans and whites were not equal? (and wouldn't be for at least 100 years.) This helps us link the economic and social ends of equality. After various thoughts were shared we came to understand that Lincoln sought equal opportunity for all Americans, but knew that in 1865 whites had better education and social opportunities & that it would be very difficult to make a full transition. He may have suspected the backlash, but didn't live to see it, although his own assassination was part of that backlash. He predicted in his writings that it would be 100 years before the US was able to take the next major step.
This left us with three events in 1953-1955 that lead to that next step: Linda Brown and Thurgood Marshall and the Landmark Case Brown v. the Topeka Board of Education, Emmitt Till and his murder, and Rosa Parks, Dr. Martin Luther King Jr. and the Montgomery Bus Boycott. We read Dr. King's initial speech kicking off the boycott. It is HERE. WE analyzed various other quotes from Dr. King HERE. and 2 COLD CASE INVESTIGATIONS were initiated HERE. They are due Wednesday.
We began today's class with the understanding that we would further address the idea of American Poverty, but also investigate the Civil Rights Movement of the 1950s and 1960s. We will attempt to link the economic and social aspects of equality in this investigation.
In small groups we pondered the question "Why did Abraham Lincoln believe that African-Americans and whites were not equal? (and wouldn't be for at least 100 years.) This helps us link the economic and social ends of equality. After various thoughts were shared we came to understand that Lincoln sought equal opportunity for all Americans, but knew that in 1865 whites had better education and social opportunities & that it would be very difficult to make a full transition. He may have suspected the backlash, but didn't live to see it, although his own assassination was part of that backlash. He predicted in his writings that it would be 100 years before the US was able to take the next major step.
This left us with three events in 1953-1955 that lead to that next step: Linda Brown and Thurgood Marshall and the Landmark Case Brown v. the Topeka Board of Education, Emmitt Till and his murder, and Rosa Parks, Dr. Martin Luther King Jr. and the Montgomery Bus Boycott. We read Dr. King's initial speech kicking off the boycott. It is HERE. WE analyzed various other quotes from Dr. King HERE. and 2 COLD CASE INVESTIGATIONS were initiated HERE. They are due Wednesday.
DR. MARTIN LUTHER KING JR. not only opened the nation's eyes to issues of race and civil rights, but equally to issues of poverty. Sociologist MICHAEL HARRINGTON's book THE OTHER AMERICA exposed America to the millions invisibly living in poverty. Read an excerpt HERE.
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TUESDAY 1/8: Today we began class by sharing discoveries we had made in our CSIs about the EMMETT TILL CASE and BROWN v BOARD OF EDUCATION. Our main focus, though, was to see how race and poverty are often linked. We made the connection to thoughts from Dr. King that we were exposed to yesterday, and then introduced Michael Harrington's The Other America, and read the excerpt linked above. Next, students were given LBJ's GREAT SOCIETY attempts to address the very issues that Harrington addresses in the excerpt. Ultimately students were asked to make an evaluation of these types of programs in the 1960s and today. Are Great Society programs a feasible use of American tax dollars?
REMINDER: CSI CASES for Emmett Till and Linda Brown are due tomorrow.
THURSDAY 1/10: Students reviewed the essential question "Is Poverty & Race connected?" They cited specific evidence from both The Other America, and LBJ's Great Society. Students made connections of both articles to the Civil Rights Movement. We then watched two video segments from United Streaming: Kennedy and Civil Rights; and President Johnson Continues Civil Rights Progress. After the video students were to read like a historian and given JFK's speech Promoting the Civil Rights Act of 1964 to annotate and address the questions: "who is the target audience, what is his purpose & tone, was it effective?" The students discussed, and were given a second speech by John Lewis: SNCC Chairman March on Washington (Student Nonviolent Coordinating Committee). Students again were tasked with annotating and addressing the same questions as before. The students concluded the lesson with a brief discussion of both speeches and their relations to the Civil Rights Movement.
To view a pdf version of both speeches click HERE.
FOR THE FINAL EXAM REVIEW GUIDE CLICK HERE.
Moms & Dads,
I wanted to take a few moments to thank you for a very successful Fall Semester in American History. Students grew in reading and writing "like an historian," gaining historic empathy as we proceeded through the fall. In the process, I believe they gained a greater appreciation and perspective of our Nation's Story.
I spoke with the students today about possible courses for next year. Please encourage them to continue their SOCIAL STUDIES.
Attached is a file describing the Service Project that our students completed. Our students provided over 300 Hours of service to the community. They should be very proud.
Again, personally, thank you for the opportunity to grow right along with your son or daughter.
Have a wonderful Spring!
Matt
FOR A VIEW OF THE RESULTS OF THE SERVICE PROJECT CLICK HERE.
REMINDER: CSI CASES for Emmett Till and Linda Brown are due tomorrow.
THURSDAY 1/10: Students reviewed the essential question "Is Poverty & Race connected?" They cited specific evidence from both The Other America, and LBJ's Great Society. Students made connections of both articles to the Civil Rights Movement. We then watched two video segments from United Streaming: Kennedy and Civil Rights; and President Johnson Continues Civil Rights Progress. After the video students were to read like a historian and given JFK's speech Promoting the Civil Rights Act of 1964 to annotate and address the questions: "who is the target audience, what is his purpose & tone, was it effective?" The students discussed, and were given a second speech by John Lewis: SNCC Chairman March on Washington (Student Nonviolent Coordinating Committee). Students again were tasked with annotating and addressing the same questions as before. The students concluded the lesson with a brief discussion of both speeches and their relations to the Civil Rights Movement.
To view a pdf version of both speeches click HERE.
FOR THE FINAL EXAM REVIEW GUIDE CLICK HERE.
Moms & Dads,
I wanted to take a few moments to thank you for a very successful Fall Semester in American History. Students grew in reading and writing "like an historian," gaining historic empathy as we proceeded through the fall. In the process, I believe they gained a greater appreciation and perspective of our Nation's Story.
I spoke with the students today about possible courses for next year. Please encourage them to continue their SOCIAL STUDIES.
Attached is a file describing the Service Project that our students completed. Our students provided over 300 Hours of service to the community. They should be very proud.
Again, personally, thank you for the opportunity to grow right along with your son or daughter.
Have a wonderful Spring!
Matt
FOR A VIEW OF THE RESULTS OF THE SERVICE PROJECT CLICK HERE.